An Evolving Teaching Methodology: An Integrated Approach To Teaching Multi-Disciplinary Classes

This paper discusses an approach to teaching and learning in multi-disciplinary university settings using case study based scenarios presented using films as a key teaching methodology. The production of four films (The Video store, Perception Airlines, Tranquil Whispers, and Middleton) over an eight year period was an iterative process through which the use of film-based case study scenarios was refined as a teaching tool to integrate student learning across multiple disciplines in a business school.  Each of the four films was designed to enhance first year university students’ understanding of theories and practices used in a range of discipline areas that underpin the operations of a commercial business undertaking. The final film mainly discussed here depicts a central case study scenario, entitled ‘Middleton’ featuring a cast of teaching and academic staff from the Curtin Business School (CBS) in Perth, Western Australia and Curtin Sarawak, Malaysia(Curtin University of Technology). It was produced as a core teaching approach for exploring themes as part of the delivery of several first year units within the CBS, delivered over twelve campuses in Western Australia and South East Asia (Singapore, Malaysia, Hong Kong, Sri Lanka). Students in their first year of a commerce degree study compulsory business units that are disparate in their content and delivery. This diversity can cause some students to have difficulty with defining meaningful cohesiveness between units in their first year of study. ‘Middleton’ sought to integrate the first year subjects into a film depicting a central case study of an international business operation

Pedagogical innovation: Facilitating knowledge development in a multi-layered, blended-learning environment

This paper documents how a course originally designed to be delivered via traditional face-to-face methods and an additional distance-learning stream was redesigned to integrate both streams in a blended learning ‘classroom without walls’ virtual spaces environment. Discussed here are the formative feedback teaching elements and assessment methods utilised in the reshaped course, along with particular learning issues for transnational students. Addressed also for this new course model are the methods for moderating teaching and assessment practices to ensure fairness, equity, and compliance to university regulations. Tertiary learning and teaching is evolving through the use of innovative pedagogical practices utilizing social media, communication and information sharing technologies and virtual learning spaces. The use of online and blended learning approaches means that any student can be regarded as transnational in the sense they can learn in the culture and space of their choosing, at customized times to suit their lifestyle or availability. To support this choice, new courses must be constructed around learning flexibility in technology based virtual spaces; that is, classrooms without walls. In such settings, student centred learning can be facilitated through the use of technologies for engaging students in activities that have relevance to them, and encourage retention. Whatever the form of delivery, learning must involve reliable and equitable assessments to ensure that all students in virtual or classroom settings receive equal levels of formative feedback contextualised to the culture of learning found in their various international settings. This paper proposes that to cater for a mix of student learning styles, physical settings, and online technologies, a new multilayered approach to learning, called here ‘blended-blended’ learning can create success

Structuring informal orientation of branch campus university academics – creating tools and opportunities to link semi-formal induction to ad hoc peer guidance

This paper presents a case study of how the international department of a business school in one Australian university organised staff induction to ensure academic quality assurance for Transnational Education (TNE) students in business courses. Discussed also are some of the organisational challenges brought about by distance, culture, language, pedagogic differences and practices encountered at various locations. Strategies emergent from a new staff induction program implemented by Curtin Business School (CBSi) international office informed the continuous improvement of the induction processes and quality assurance matters aligned to these. Of particular importance to the staff induction program discussed here are the approach to workloads and role clarity. Matters of quality assurance and equivalence of the learning experience for TNE students are also explored from the perspective of having operational practices that are universally understood and seamlessly applied across multiple campuses. The organisational learning from the program additionally led to the development of a readily updateable induction resource artefact (USB based) that was relevant to all locations, including the main campus. This staff-use artefact includes of a suite of text and video based resources detailing course materials, approved practices, protocols, and contact links. It is designed to act as the first point of enquiry for staff seeking further information or assistance with all aspects of their teaching and learning in CBSi transnational education courses.At the commencement of each teaching period, all staff teaching in CBSi courses are now issued with a copy of the USB, or for those already with a copy, have this updated via the web to reflect changes in unit coordinators or other important personnel contacts, course changes, or regulatory information. The USB format for this resource was chosen to ensure staff not having ideal internet access could still access the materials via personal computers

Australian managers' experience of global human rights issues

This paper explores the experiences of Australian managers in relation to human rights issues in their international business operations. The paper reports findings from a qualitative research study, using the Critical Incident Technique (CIT) that investigated the cross-cultural ethical dilemmas experienced by Australian managers in the mining, textile and IT industries in their international operations. Findings in this study suggest that Australians managers face human rights issues such as child labour, detrimental working conditions, discrimination and exploitation. This represents a major dilemma for them as they address human rights issues that violate their own ethical values in relation to the treatment of others in their working environments and their economic developmen

Australian managers' experience of global human rights issues

Purpose – The purpose of this paper is to explore the experiences of Australian managers in relation to human rights issues and corporate responsibility inherent in their international business operations. Design/methodology/approach – The paper reports findings from a qualitative research study; data were gathered from 70 face-to-face interviews with managers in the mining, textile and information technology industries who conducted international operations. The research method used was the critical incident technique, allowing interviewees to recall their observations and anecdotes in dealing with their perceived ethical dilemmas when operating offshore.Findings – Human rights issues represented a serious dilemma for the Australian managers participating in this research. Findings in this study suggest that such issues, and resultant perceived dilemmas around their management, included child labour, hazardous working conditions, discrimination and exploitation of workers. The issues present self-reported major dilemmas for managers as they challenge human rights concepts that underline their own ethical values in relation to the treatment of others in work environments. Respondents in this study report perceived limitations in dealing with cross-cultural ethical issues, driven by economic and social reliance on such practices by their international business counterparts. Originality/value – Understanding the nature of problems faced by Australian business managers in confronting perceived breaches of human rights may assist private and public sector organisations, both inside and outside of Australia, working in international environments. The paper reports insights and solutions offered by respondents encountering global human rights issues in the business context

A systematic approach to engagement and quality assurance in transnational education: an Australian university case study

In a TNE environment, induction and staff development is mostly done from afar, supported by occasional academic visits to offshore locations. Consequently, there can be a perceived lack of overall connectedness between home and partner campus understandings of quality assurance, academic alignment and policy implementation. In implementing a different multi-faceted approach to staff induction, the Curtin Business School (CBS) endeavoured to augment staff engagement, build inter and intra relationships between all staff, advance a common understanding of university policies and procedures, and assure quality teaching and learning practices. The following paper presents the processes, analysis and findings in facilitating an offshore staff induction program onshore. The results not only identified skill development and understanding but also a depth of commitment and connectedness much greater and deeper than that anticipated

Learning in multicultural contexts without compromising quality and equivalence to balance local and global criteria

Curtin Business School (CBS) was one of the pioneer institutions to engage in international delivery of higher education in the Australasian region. CBS has over twenty years of experience in transnational education, with three branch campuses in Sarawak, Sydney and Singapore, as well as multiple twinning partnerships in Hong Kong, Malaysia, China, Indonesia and Mauritius. This paper presents the findings of a study which investigated this induction initiative undertaken by CBS under the leadership of the authors in 2011-12. This initiative involved improving induction processes and support in the transnational teaching context of CBS with the aim of ensuring students across diverse contexts and locations were provided with comparable quality teaching and learning experiences. As a result several resources including a USB which contained a film and other resources were developed. In this project the researchers sought feedback from participants related to the usefulness of the resources and suggestions for improvement. This study investigated the validity of an induction package and focusing on inducting casual teaching staff in local and transnational teaching contexts

Transnational Education: An Australian Approach to Assuring Quality and Engaging Offshore Staff

Traditionally and despite the growth and increased importance of transnational education (TNE) staff development and induction in offshore locations are undertaken from afar with sporadic actual engagement. As a long time TNE provider, in an often complex environment, the Curtin Business School (CBS) at Curtin University, in Perth, Western Australia has developed and is implementing a multifaceted approach to the induction of offshore staff. The article reflects on the context, roll-out and results of a newly developed residential staff induction program. The program facilitated skill development and understanding but more importantly established an unanticipated depth of connectedness and commitment